About 62-193 Exam
The Microsoft 62-193 exam tests the individuals willing to work or already working as educators in a classroom. Also, those in the teacher’s training faculty or pre-service learning institutions, educational administrators, and individuals in other professions who are in need of verifying their adeptness can apply for this test. This assessment, called Technology Literacy for Educators relates to the intermediate level. It is valid for measuring competencies based on a framework called the 21CLD, which is 21st Century Learning Design in full.
More about 62-193 Exam
Test 62-193 leads one to earn the MCE or Microsoft Certified Educator certification. It is provided in varying languages that include English, Spanish, Russian, Hungarian, and many more, and costs $127. The test comprises 40 to 60 questions of different types. More about the content of the assessment is covered below.
Exam Topics Disclosed
The content of the Microsoft 62-193 exam is broken down into seven domains. They include:
- Facilitating student collaboration
The starting topic applies to determining the extent to which activity for learning satisfies the rubric aimed at collaboration. It covers the preparation of activities that allow students to operate together, embrace shared responsibility when it comes to deliverables, make substantive decisions that are also critical to the success of learning activities, as well as work interdependently. It also applies to analyzing, evaluating, designing, and managing the environment for learning to make possible student collaboration. This is dependent on a group of resources presented within a classroom. The last subtopic of this section concerns the physical environment, virtual environment, as well as software tools that are available.
- Facilitating skilled communication
In the second subject, 62-193 exam discusses issues concerning the modification of learning activities to satisfy the rubric that targets the highest-skilled communications standard. Topics here include preparing multimodal activities that allow students to design product deliverables responsible for delivering a group of linked ideas, need supporting evidence, and are created for a particular audience. The discussion also concerns the evaluation of product examples for students regarding the utilization of linked ideas, multiple-mode approach, supporting evidence, and others.
- Facilitating knowledge construction
As part of 62-193 test, the third subject begins with the determination of the standard to which an activity aimed at learning satisfies the comprehension construction rubric. This investigates the preparation of interdisciplinary activities that allow students to administer knowledge within a new perspective. Another sub-section included concerns transforming a didactic situation for learning into a task that needs students to administer knowledge within a new perspective that clears the way for interdisciplinary learning. This goes into the creation of tasks that support students in spending their effort and time in developing comprehension that is fresh to them as well as participating in interdisciplinary activities.
- Facilitating self-regulation
In the fourth domain, learners will be putting their attention to determining the standard to which a specific learning task satisfies the rubric aimed at self-regulation. This further dives into preparation for long-term activities that allow students to do the planning of their work as well as revise work while considering feedback. Also, students will be focused on determining the opportunities that make way for an environment aimed at self-regulation. More about this aspect of the Microsoft 62-193 exam includes providing students with chances to put down their goals and make a decision on outstanding strategies for achieving them. The part of monitoring needed to understand if the said strategies are operating well is there too.
- Facilitating real-world challenge solving as well as innovation
When dealing with the fifth objective, candidates look at two main topics. First is the determination of the standard to which an activity meant for learning corresponds with real-world challenge solving. It includes the concepts of preparing tasks that allow candidates to design solutions to challenges that are fresh to them, finishing an activity which they are yet to receive guidance on how to carry out, and developing a complicated product that satisfies a given group of requirements. The next topic concerns the selection of a strategy for encouraging students to solve challenges, innovate, as well as implement solutions, which will benefit others within an actual situation. The subjects addressed also include developing learning goals that involve matters of the real world.
- Facilitating student utilization of ICT (Information & Communication Tools)
To come to the second last subject, 62-193 exam dives into three core matters. First regards determining how far a learning task satisfies the utilization of ICT in learning. It covers preparation tasks that facilitate students’ usage of ICT in supporting the construction of knowledge and addresses the requirements of varied learners. The second part concerns fulfilling outcomes for students learning through the use of technology tools for Microsoft. It covers the identification of the skills needed for applying these resources. The third one refers to selecting the leading ICT resource that will help in resolving or managing the logistical problems of arriving at the targeted educational outcome. It captures lab configuration challenges, shared computers, as well as BYOD.
- Using ICT to become an efficient educator
As the topics come towards the end, 62-193 test discusses the determination of ICT that supports a particular educational outcome as specified. This covers the evaluation of a learning task, rating how appropriate the particular ICT resources are, and addressing the differing requirements of all students. The domain also looks at identifying the proper pedagogical approach for meeting an education-based outcome with the use of ICT resources and selecting a proper ICT solution for reaching a goal for professional development. Also to learn are matters surrounding evaluation responses to a situation that involves Digital Citizenship.
Job Opportunities & Titles
Titles to get after passing the Microsoft 62-193 exam and earning the MCE certificate include education administrator and classroom instructor or educator. These people have proved the fact that they possess the adeptness needed in rendering rich, customized experience to students during learning. Such experiences incorporate vital skills for the 21st century that make use of Microsoft tools.
Next Steps on the Certification Path
The MCE program aims at enabling educators to utilize technology tools within various domains. But, there are also some options for those who wish to gain proficiency in teaching about particular Microsoft technologies and products. In this case, you might go for the MCT (Microsoft Certified Trainer) certification.